Scholarship

My research is influenced by my epistemological beliefs that knowledge is constructed by individuals and developed within social contexts. As a teacher-scholar, I believe that my research should influence my teaching, and my teaching should influence my research. This praxis promotes a sustainable cycle for fueling my research agenda while helping me remain relevant in my teaching practice. I tend to engage in critical, qualitative research due to its emergent and subjective nature. To do this, I tend to focus on power structures that exist within society that often manifest themselves into schools and classrooms. The primary focus of my research centers on authentic teaching and learning practices. Broadly defined, authentic teaching and learning hinges ideologically on constructivist pedagogies where students socially construct knowledge, make personal and/or professional connections to content, and engage in substantive conversations through meaningful questions. Authenticity provides an umbrella over three primary facets I have found myself gravitating towards in my scholarly activity.

Scholars have defined authenticity with relative consistency since the mid-1990s. Newman et al. (1995) were the first to explore this pedagogical construct and defined authenticity to include the following:

• Construction of Knowledge - Students learn best when given opportunities to construct meaning for themselves. This is consistent with a constructivist or social constructivist view of learning.

• Disciplined Inquiry - Students should be given opportunities to engage in substantive conversations through meaningful questions. This highlights the value of collaboration in the learning process and how multiple perspectives can help us construct meaning.

• Value Beyond School - According to Newmann (1995), this is where students see the value of their learning as it connects to the real world.

As a critical scholar, I mostly agree with this framework, but have concerns with how these sorts of practices are implemented. I think it is also helpful to question some of the tenets themselves. As a graduate student, I worked on a grant focused on teachers implementing lessons created with this framework in mind. There was an irony to the project as I watched it unfold. Many "authentic" lessons were taught in incredibly inauthentic ways, making little to no connection with students. This has led me to learn more about the learning spaces that are conducive to authentic teaching and learning practices, which has resulted in studies in care, community, and the very structure of school.

Additionally, the tenet "value beyond school" can be limiting in how students connect with mathematics. As I look critically at this framework, questioning the third tenet has allowed me to explore areas of authentic mathematics that may not have direct real-world value. I have started exploring ways to help students engage with mathematics in authentic ways that may appeal to personal interests, as well as professional interests, and to think about changing the narrative about school mathematics. This has led to practitioner work in recreational mathematics, teaching mathematics for social justice, and thinking about how the history of mathematics/ethnomathematics can engage learners.

Below is a graphic that shows how my interest in Authenticity serves as a catalyst to explore Learning Spaces, Practitioner Work, and Teachers' Perceptions. Indicators for this section of my portfolio include Peer-reviewed Publications, Conference Presentations, and my Research Agenda.

PUBLICATIONS 

RESEARCH ARTICLES 

1. Wells, C. & Hoffpauir, R. (2024). Understanding pre-service teachers’ perceptions of classroom community and care. School Community Journal. 34(2), 239-256. 

2. Min, M., Whitehead, A., Wells, C., & Akerson, V. (2023). Unpacking elementary preservice  teachers’ beliefs on culturally and linguistically responsive mathematics and science  teaching for English language learners. International Journal of Research in Education and  Science (IJRES), 9(2), 444-460. https://doi.org/10.46328/ijres.3068 

3. Wells, C. & Reeder, S. (2022). The other first days of school: A case study of two teachers in an  urban setting. Journal of Learning Spaces. 11(1), 1-12. doi:  http://libjournal.uncg.edu/jls/article/view/2142 

4. Wells, C. & Sprott, R. (2020). Oil-land: An investigation into inquiry, dialogue, and action.  Journal of Curriculum and Pedagogy. doi: 10.1080/15505170.2020.1793436 

ACADEMIC ESSAYS

5. Ross, A. & Wells, C. (2025). Ethnomathematics in the classroom. Philosophy of Mathematics Education Journal. 42(1). 

6. Wells, C. (2022) Perspectives, histories, and countercultures: A discussion about reform in  mathematics education. Philosophy of Mathematics Education Journal. 39(1). doi:  https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome39/Cacey% 20Wells%20%20Perspectives,%20History,%20and%20Countercultures.docx 

7. Wells, C. (2022). The fractal geometry of mathematics education: Navigating classroom  environments in factory-model schools. Journal of Humanistic Mathematics. 12(2), 429-442.  doi: 10.5642/jhummath.XXVA3028 

8. Wells, C. (2018). Understanding issues associated with tracking students in mathematics  education. Journal of Mathematics Education, 11(2), 68-84. doi:10.26711/007577152790028  

9. Wells, C. (2017). Understanding issues of control in top-down, management pedagogies. Power  and Education, 9(3), 192-201. doi:10.1177/1757743817737334 

BOOK CHAPTERS

10. Poling, L. & Wells, C. (2025). Community journals in the pre-service classroom:  Creating space for growth. In Building Community to Center Equity and Justice in  Mathematics Teacher Education. 

11. Goodson-Espy, T., Dean, C., Poling, L., Wells, C. & Whitehead, A., (Anticipated 2023). Faculty  learning communities in mathematics: Program professional practices, course content &  pedagogy, and community support. 

12. Wells, C. (2021). Math is tearable: Engaging students with recreational mathematics. In Kishor  Vaidya (Ed.), Teaching mathematics with a sense of humor: Why (and how to) be a funnier  and more effective mathematics teacher and laugh all the way to your classroom. Curious  Academic Publishing.  

PRACTITIONER ARTICLES

13. Bradbury, L., Wilson, R., & Wells, C. (Anticipated 2025). Marshmallow madness:  Mixing motion with math. Science and Children. 

14. Wells, C. (2025). Metamathematics: Three approaches to reflective writing in  mathematics classrooms. Virginia Mathematics Teacher.  48(2), 26-31.

15. Groce, E., Groce, R., & Wells, C. (2022). “People Changed How They Thought About Life After  Being Sideways”: Exploring Perspective in a 5th Grade Classroom. Social Studies and The  Young Learner. 35(1), 3-10.  

16. Wells, C. (2021). The Math-alachian Trail. Ohio Journal of School Mathematics. 86, 58-65.  

17. Wells, C. (2021) Mathematics as metaphor. The Centroid: North Carolina Council of Teachers of  Mathematics. 46(2), 3-7. 

18. Wells, C. (2019). Emergent models of instruction. Syllabus. 8(1), 1-13. 

19. Wells, C. (2019). Borders: The divide between mathematics and social justice. Mathematics in  School. 48(3), 2-4.* 

20. Wells, C. (2019). Exploring accessibility: An investigation of inverse trigonometric functions.  Mathematics Teacher, 112(5), 480. Doi: 10.5951/mathteacher.112.6.0480 

21. Wells, C. (2012). Fostering community in the mathematics classroom. Oklahoma Journal of  School Mathematics, 4(1), 15–32.  

CONFERENCE PROCEEDINGS

22. Wells, C. & Reeder, S. (2019). Nontraditional teaching approaches in mathematics: A case study  of mathematics teachers. In Brandl, R., Cobbs, G., & Shores, M. (Eds.). (2019). Proceedings  of the 118th annual convention of the School Science and Mathematics Association (Vol. 6).  Salt Lake City, UT: SSMA.

MATHEMATICAL POETRY

23. Wells, C. (2023). I am a math professor. Journal of Humanistic Mathematics. 13(2). 508. doi:  10.5642/jhummath.NWMY4726.

24. Wells. C. (2021). A life cut short. Journal of Humanistic Mathematics. 11(2), 507.  doi: https://scholarship.claremont.edu/jhm/vol11/iss2/35 

OP-EDS

25. Wells, C. (2019, May 6). Education is a human issue. The Tulsa World. Retrieved from https://www.tulsaworld.com* 

26. Wells, C. (2018, May 8). How my students helped me walk through the most devastating time in  my life. The Washington Post. Retrieved from https://www.washingtonpost.com* 

MANUSCRIPTS UNDER REVIEW & IN PROGRESS 

1. Wells, C. (under review). Mathematics in the wild. Mathematics Teacher: Learning and Teaching Pre-K–12.

2. Dean, C., Clark, K., & Wells, C. (under review). SPECTRUM: Supporting preservice education in clinic-based teaching for rich understanding of mathematics. IUSE NSF Research Project. 

3. Wells, C. (under review). Play across mathematical spaces: Engaging learners through games, puzzles, and mathematical curiosities. In Erin M. Casey & Courtney Dewhirst (Eds.), Play Across All Spaces: Using the Power of Play to Support Meaningful Experiences in Every Context. Innovative Ink Publishing.

4. Wells, C., Lewis, W., Jones, L., Dean, C., Lord, J. & Whitehead, A. (under review). Constructivist practices in teacher education: Theory, Methods, and Challenges. In Elizabeth A. Ethridge, Amber H. Beisly, & Kate Raymond (Ed.s) Constructive Practices in Teacher Education: Theory, Methods, and Challenges. Routledge. 

5. Wells, C. & Jones, L. (drafting). Fist-graders’ foray into infinity.  

6. Wells, C. (drafting). Mathematics in the world around us: An intersection of mathematics and art through photography: Volume 1.  

7. Poling, L. & Wells, C. (drafting). Community Journals. Mathematics Education and Society. 

8. Wells, C. (drafting). Leonardo of Pisa. 

9. Sprott, R. & Wells, C. (drafting). Borderland: PD that sticks.  

10. Wells, C. (data analysis). Mathematics teaching is _____? An investigation into pre-service  teachers’ perceptions of mathematics education. 

11. Fisher, A. & Wells, C. (data collection). Bring back boring: Engaging students in problem-solving  and critical thinking through recreational mathematics.

12. Wells, C. (data collection). Pre-service teachers’ perceptions of authenticity in mathematics.

13. Gupta, D., Moldavan, A, & Wells, C. (planning). Using AI in undergraduate mathematics and science methods courses.

14. Wells, C. & Daiga, M. (IRB). Understanding students’ perceptions of ungrading in undergraduate mathematics education courses.

15. Wells, C. (planning). Recreational Mathematics and Community Building in a 4th grade classroom. 

DISSERTATION 

1. Wells, C. (2019). Mathematics teaching in an urban school: A case study of two teachers.  Unpublished doctoral dissertation. University of Oklahoma. Norman, OK.  Retrieved from Share OK https://hdl.handle.net/11244/319564 

MASTERS PROJECT  

1. Wells, C. (2010). Fostering community in the mathematics classroom. Unpublished master’s non thesis project. University of Oklahoma. Norman, OK. 

*indicates a non-refereed publication 

NATIONAL/INTERNATIONAL PRESENTATIONS 

1. Wells, C. & Daiga, M. (2025). Students' perceptions of ungrading. School Science and Mathematics Association Annual Convention. Ft. Worth, TX.

2. Wells, C., Jones, L, Lewis, W. & Lord, J. (2025). Reflections from mathematics clinic at Appalachian State University. School Science and Mathematics Association Annual Convention. Ft. Worth, TX.

3. Wells, C. (2024). Mathematics in the wild. School Science and Mathematics Association Annual Convention. Knoxville, TN.

4. Wells, C. (2024). Un-grading: A conversation with teacher-educators. School Science and Mathematics Association Annual Convention. Knoxville, TN.

5. Wells, C. (2023). Un-grading in a pre-service mathematics methods classroom. School Science and Mathematics Association Annual Convention. Colorado Springs, CO.

6. Wells, C. (2023). Understanding pre-service elementary school teachers’ perceptions of authentic teaching and learning. School Science and Mathematics Association Annual Convention. Colorado Springs, CO.

7. Min, M., Whitehead, A., & Wells, C. (2023). Elementary preservice teachers’ beliefs on culturally and linguistically responsive math and science teaching for English Language Learners. Comparative and International Education Society. Washington, D.C.

8. Wells, C. (2022). Using Community journals to support critical thinking in a social justice  mathematics course. School Science and Mathematics Association Annual Convention.  Missoula, MT.  

9. Wells, C. (2022). Exploring recreational mathematics in mathematics methods courses.  School Science and Mathematics Association Annual Convention. Missoula, MT.  

10. Wells, C. (2021). Mathematics teaching is _____: Preservice elementary school teachers’  perceptions of teaching mathematics. School Science and Mathematics Association Annual Convention. Cincinnati, OH. [Virtual due to pandemic]  

11. Wells, C. & Hoffpauir, R. (2021). Understanding pre-service elementary school teachers’ perceptions of classroom community and care. School Science and Mathematics Association Annual Convention. Cincinnati, OH. [Virtual due to pandemic]  

12. Wells, C. & Reeder, S. (2020). The other first days of school. School Science and Mathematics Association Annual Convention. Minneapolis, MN. [Virtual due to pandemic]

13. Reeder, S. & Wells, C. (2020). Teaching mathematics for social justice. School Science and Mathematics Association Annual Convention. Minneapolis, MN. [Virtual due to pandemic]  

14. Wells, C. & Reeder, S. (2019). Non-traditional teaching approaches in mathematics: Two case studies of mathematics teachers. School Science and Mathematics Association Annual  Convention. Salt Lake City, UT.  

15. Wells, C. (2018). Perspectives of authentic mathematics (poster). Research Council on Mathematics Learning. Baton Rouge, LA

16. Wells, C. & Raymond, K. (2018). Understanding the history and culture of mathematics education for pre-service teachers. School Science and Mathematics Association Annual Convention. Little Rock, AR 

17. Wells, C. (2017). Oil-land: A research study. School Science and Mathematics Association  Annual Conference. Lexington, KY 

18. Wells, C., Jeter, G., Stroukoff, A. & Mattox, D. (2017). Insights from the inside. National Council  for Community and Education Partnerships. San Francisco, CA 

19. Wells, C. (2013). Incorporating social networking in the mathematics classroom. International  Study Schools Summer Institute. Brooklyn, NY 

STATE/REGIONAL PRESENTATIONS 

1. Cook, C. & Wells, C. (2025). Exploring the use of Games in the Elementary Math Classroom. Fourth Annual Innovation Expo at Appalachian State University. Boone, NC.  

2. Wells, C. (2024). Authenticity in mathematics education. Academic Innovation Conference 2024. GEAR UP Appalachian. Boone, NC. 

3. Wells, C. (2018). Thinking outside the equation: Connecting authenticity and non-routine tasks. Innovative Learning Institute, K20 Center. Norman, OK 

4. Wells, C. (2017). Non-routine mathematics. Innovative Learning Institute, K20 Center. Norman, OK 

5. Wells, C. (2017). Teaching mathematics for social justice. Oklahoma Council of Teachers of Mathematics Conference. Del City, OK 

6. Wells, C. (2017). Critical, interdisciplinary curricula: Oil-land. Decolonizing Education Research and Practice: Graduate Student Symposium, University of Oklahoma. Norman, OK 

7. Wells, C. & Stroukoff, A. (2016). Student-centered learning environments. Innovative Learning Institute, K20 Center. Norman, OK

GRANTS 

1. Project Evaluator & Co-PI: 2024 - 2025 National Science Foundation IUSE Grant, SPED Mathematics Clinic [applied for $600,000]

2. Co-investigator: 2024 - 2025 REALISE Grant, Appalachian State University [applied for $10,000]

3. Co-investigator: 2024 - 2025 Lab School Research Mini-Grant, Academy at Middle Fork, Appalachian State University [funded $1,000]

4. Primary Investigator: 2023-2024 Assessment Grant, University Academic Assessment Council (UAAC), Appalachian State University [funded $1,000]

5. Anticipated: Co-author with Mina Min, 2024 URC Grant, Appalachian State University [applied for $5,000]

6. Primary Investigator: 2022 - 2023 Assessment Grant, University Academic Assessment Council  (UAAC), Appalachian State University [funded $1,500]